2 academic-writing-guide convention

© Te Kawa a Māui
Te Kawa a Māui
Māori Studies
Academic
Writing
Guide
2011 Edition

Academic Writing Guide 2011
ii © Te Kawa a Māui
Acknowledgements
Te Kawa a Māui acknowledges Student Learning Support, The Journal of the
Polynesian Society, the New Zealand Journal of History and the University of Otago
Faculty of Law Guide to Citation of Legal Materials for material used in the
compilation of this Academic Writing Guide.

iii © Te Kawa a Māui
TABLE OF CONTENTS
ACKNOWLEDGEMENTS II
1 INTRODUCTION 1
1.1 General Points about Academic Writing 1
1.1.1 Relevance 1
1.1.2 Structure 1
1.1.3 Research 2
1.1.4 Acknowledgement of Sources of Information 2
1.1.5 Bibliography 4
1.1.6 Writing Style 4
2 ESSAY WRITING GUIDE 5
2.1 The Writing Process 5
2.1.1 Planning 5
2.1.2 Research 5
2.1.3 Drafting 6
2.1.4 Editing 6
2.2 Essay Structure 6
2.3 Writing Style 7
2.4 Researching Guide 8
2.4.1 Choosing Suitable Academic Sources 8
2.4.1.1 Cite Authoritative Sources 8
2.4.1.2 Academic books and Journals 8
2.4.1.3 Material from the popular press 8
2.4.1.4 Material from the internet 9
2.4.1.5 Academic publications reproduced in e-form 9
2.4.1.6 Academic publications created in e-form 9
2.4.1.7 E-publications by individual academics 9
2.4.1.8 E-publications by institutions, societies, etc 9
2.4.1.9 Wikipedia 10
2.4.1.10 Personal blogs, etc 10
2.4.1.11 Summary 10
2.4.2 Reading for Information 10
2.4.3 Read then Write 10
2.4.4 Referencing Notes 11
2.4.4.1 Layout of Notes 11
2.4.4.2 Sample Page 11
2.4.4.3 Using your Referencing Notes 12
2.4.5 Referencing and Citing Sources 12
2.5 Final Points 12

iv © Te Kawa a Māui
3 PRESENTING YOUR ESSAY 13
3.1 Handwritten Work 13
3.2 Typewritten Work 13
3.3 Margins and Spacing 13
3.4 Font Size and Type 13
3.5 Cover Page 13
3.6 Footer Requirements 13
3.7 Presentation 13
3.8 Work Submitted in the Māori Language 14
3.9 Macrons and other conventions for writing in te reo 14
3.10 Use of Italics 14
3.11 Use of Quotation Marks 14
3.12 Translation of Material in another Language 15
3.13 Glossaries for Māori language courses 15
3.14 Length 16
3.15 Copies of Essays 16
4 PENALTIES FOR LATENESS AND EXTENSIONS 17
5 PLAGIARISM 18
6 HUMAN ETHICS 19
7 GENERAL INFORMATION ABOUT REFERENCING AND CITATIONS 20
7.1 Quotations 20
7.2 Paraphrasing 21
7.3 Referencing Systems: Oxford or Harvard 21
7.4 Finding the Information you need to prepare your Bibliography 22
7.4.1Types of Academic Material 22
7.4.2 The book's title and the author's or editor's name 22
7.4.3 Format for author/editor names 23
7.4.4 Date, Publisher, Place of Publication 23
7.4.5 Information about editions of the book 23

v © Te Kawa a Māui
8 THE HARVARD REFERENCING SYSTEM 24
8.1CITATIONS USING THE HARVARD SYSTEM 25
8.1.1 Basic Harvard-style Citations 25
8.1.2 Multiple Authors 26
8.1.3 Oral Sources 26
8.1.4 Sources that do not have Individuals as Authors 26
8.1.5 Quotations or Paraphrases Cited Second-hand 26
8.1.6 Citing Internet Sources 27
8.1.7 Film, Audio and other Media Sources 27
8.1.8 Legislation 27
8.1.8.1 Acts 28
8.1.8.2 Sections of an Act 28
8.1.9 Maps 28
8.2BIBLIOGRAPHIES/REFERENCES IN THE HARVARD SYSTEM 29
8.2.1 Books 30
8.2.1.1 Books with a single author 30
8.2.1.2 Books with Multiple Editions 30
8.2.1.3 Books with Multiple Authors 30
8.2.1.4 Books with Corporate Authors 30
8.2.1.5 Books with Subtitles 30
8.2.1.6 A Monograph that is Part of a Series 30
8.2.1.7 Books without known authors, or with editorial teams 31
8.2.2 Articles/Chapters in Edited Books 31
8.2.3 Journal Articles 32
8.2.4 Magazine Articles 32
8.2.5 Newspaper Articles 33
8.2.6 Official Reports and Corporate Publications 33
8.2.7 Theses, Dissertations, Papers Presented 33
8.2.8 Manuscripts 33
8.2.9 Course Readers 33
8.2.10 Websites 34

vi © Te Kawa a Māui
8.2.11 Oral Sources Including Lectures 35
8.2.12 Electronic Material from CD-Rom 35
8.2.14 Maps 35
8.3A SAMPLE HARVARD-STYLE BIBLIOGRAPHY 36
9 THE OXFORD REFERENCING SYSTEM 38
9.1CITATIONS AND BIBLIOGRAPHY USING THE OXFORD SYSTEM 39
9.1.1 Oxford-style Citations 39
9.1.1.1 First Citation of a Work 39
9.1.1.2 Subsequent Citations 39
The system required by Te Kawa a Māui 39
System using Latin Abbreviations 40
9.1.2 General Points about Oxford-style Bibliographies 40
9.2DETAILS OF OXFORD-STYLE BIBLIOGRAPHY ENTRIES AND
CITATIONS 41
9.2.1 Books with one Author 41
9.2.1.1 Books with Multiple Editions 42
9.2.1.2 Books with Corporate Authors 42
9.2.1.3 Books with Subtitles 42
9.2.1.4 A Monograph that is Part of a Series 42
9.2.1.5 Referring to Books by their Title 42
9.2.2 Books with Multiple Authors 43
9.2.3 Chapters in Edited books 44
9.2.4 The Dictionary of New Zealand Biography 45
9.2.5 Articles in Journals 46
9.2.6 Magazine Articles 47
9.2.7 Newspaper Articles 47
9.2.8 Official Reports and Similar Corporate Publications 47
9.2.9 Theses, Dissertations, Papers Presented 48
9.2.10 Manuscripts 48
9.2.11 Correspondence 49

vii © Te Kawa a Māui
9.2.12 Second-hand Material 49
9.2.13 Legislation and Parliamentary Material 49
9.2.14 Course Readers 50
9.2.15 Oral Sources Including Lectures 51
9.2.16 Websites 52
9.2.18 Electronic Material from CD-Rom 53
9.2.19 Maps 54
9.3A SAMPLE OXFORD-STYLE BIBLIOGRAPHY 54
10 MARKING SCHEDULES 57
Example 1 57
Example 2 58
ASSIGNMENT COVER SHEET 59

1 © Te Kawa a Māui
1 Introduction
There is a kawa to academic writing that every successful student will learn
progressively during their time at university. This guide gives two kinds of information
to help you to develop an appropriate academic writing style and to learn the
standard conventions for the formatting and presentation of academic material.
Firstly, the guide offers some practical advice on how to approach the tasks involved
in academic writing. Because this is advice, rather than a strict requirement, you are
not obliged to follow it, and you may choose to follow some but not all of it.
Secondly, in Sections 3–9, it sets out the technical requirements for work submitted
to Te Kawa a Māui, which all students must conform to. There are two styles of
academic referencing in use in different academic disciplines in the University. Some
courses in Te Kawa a Māui will require you to use one of these, and some will
require you to use the other. If you take papers in other Schools, you will be expected
to follow the guidelines issued by those Schools in presenting work there.
Your tutors will be able to help with specific problems, and with each essay you write,
you will become more familiar with the requirements. You should begin by reading
carefully through the advice provided in sections 1 and 2 in this guide, so that you get
a general idea of what is required in writing an academic essay. You should also look
through the Table of Contents headings for Sections 8 and 9, so that you will have in
the back of your mind the kinds of material which they contain. Then when you come
to write your first essay, you will be able to look up the information you need from
those sections.
In addition to learning how to go about writing an academic essay, you also need to
learn how to plan your trimester's work. You will often find that you have several
essays for different courses due at the same time. If you do not know how to manage
this planning, you should seek advice from Student Learning Support at the outset of
your period of University study. This Guide does not attempt to address those
questions of time management.
1.1 General Points about Academic Writing
1.1.1 Relevance
For each piece of academic writing, you will be given a topic (or topics) by your
lecturer. The first requirement for an essay is that all the content should be about the
set topic and should not be padded with irrelevant, unrelated information. You should
also remember that each essay is an essay for a particular course, and the material
you include in your answer should all be relevant to the concerns of the course.
1.1.2 Structure
For each essay, you will need to find a suitable structure to organise your material.
The topic you are given may provide guidance on this (e.g. it may list a number of
aspects of the topic that you need to cover), but often you will have to work out a
structure for yourself. A good structure makes it easier both to write the essay and to
read it. If you do not know how to structure your essay, it is probably a sign that you
have not thought enough about what the question/topic is asking you to do.
If you find yourself in that situation, you probably need to begin by reading material
on the topic from the references supplied by your lecturer. You may also need to talk
to your lecturer or tutor to get advice on how to begin.
If you know the kinds of things you want to say, but still do not know how to structure
your essay, begin by making a list of the things you want to say. When you know

what you want to say, it will often be clearer how to organise it well. Remember that it
is normal to produce several drafts of an essay. That means that you need to start
writing well before the deadline, to allow time for revision.
1.1.3 Research
Undertaking academic research is part of the process of becoming a university-
trained scholar. A good university scholar is expected to be familiar with all the
academic research undertaken around the world in the field in which they specialise.
The academic community is a global community, and the pool of academic
knowledge is world-wide. Right from the start of your university studies, you will be
expected to read the work of other scholars in relation to the topics set for essays.
This enables you to begin the process of becoming familiar with the body of
academic writing (called the academic literature) in your field.
As you read the academic literature, you will gain information and ideas from other
scholars. Another part of the process of becoming a university scholar is learning
how to record and acknowledge the sources of such information and ideas. Referring
to the work of other scholars adds to the credibility and validity of your own work.
Acknowledging the ways in which your reading has influenced your own ideas gives
transparency to this process of scholarly growth. Our ultimate aim at Te Kawa a Māui
is to help you to develop your skill at academic writing to the point where you know
how to write appropriately for publication in an academic journal.
When you get your essay question(s), you will normally not know all the information
you will need to answer the question. Finding the information you need is a vital part
of writing an academic essay. You will be expected to go to the University library, and
read books and/or articles about your topic. Most lecturers will give you a reading list
which will contain sources which are likely to be useful. You should remember that
the lecturer will have selected those for a reason, and that you are more likely to find
the information you want there than in other places. As you progress through the
University system, you are expected to develop the capacity to find additional
relevant resources for yourself.
It is important to choose appropriate academic material to support the argument in
your essay. Not all of the information available (especially material from the internet)
is considered suitable for academic purposes. There is more information on choosing
reliable sources in 2.4.1 of this Guide.
The Library can be a daunting place to begin with. However, there are guided tours
which will introduce you to where to find things, and who to ask, and there are
research librarians whose job is to help you. You need to remember that all the other
students in your course will also need to access the same books as you, and so you
need to start your reading well before an essay is due, and put in requests for the
books you need if they are not on the shelf, so that you will get them in time. If you
are having difficulty in getting access to the books you need, you should tell your
lecturer. If necessary, they can request that books are put on Closed Reserve, so
that they remain in the Library and can be read there. However, that process may
take several days. If you leave your essay preparation until the last minute, you are
unlikely to be able to get hold of all the Library resources you will need.
1.1.4 Acknowledgement of Sources of Information
One of the most fundamental principles of academic writing is that it should
acknowledge where the information and ideas in it came from. There are four main
types of sources: work previously published (e.g. in books or on the web),
unpublished manuscripts and similar materials (known as 'primary sources'), things

you have been told (e.g. by your lecturer), and your own head. Every piece of
information which you learned from some other source must be acknowledged in the
prescribed manner. While it is important for you to think for yourself about the
question you are asked, so that you can contribute some of your own ideas, you
should expect that many of the ideas in an essay will be derived from other sources.
An essay based on other people‟s ideas can still be a good essay if those ideas are
well-chosen (i.e. relevant to your topic), well-organised (so that you show how they
help to answer the question), and well joined together, so that the things you say
about them show that you understand them and their relevance. These
acknowledgements of the work of others are called 'citations'.
Here is a basic example of the way you should acknowledge borrowed ideas. There
is more detailed information about this in sections 8 and 9 of this Guide. Notice that
the two referencing systems do not always require equivalent information in the
citations.
Harvard system references
If your course specifies that you should use the Harvard system, you will
acknowledge material as in example (1) below when you write your essay. The basic
principle of the Harvard system is that you use the author‟s surname and the year in
which their work was published to identify where the information came from. Thus in
the example, the author‟s surname is Biggs, and the work you are referring to was
written in 1968. The number after the colon (:) is the number of the page or pages in
the book where you found this information. Notice that when you use the actual
words of the scholar you have to put them in double quotation marks, and copy them
exactly, including the punctuation, so there is no macron on Maori in the quote,
because there was no macron in the original. (However, there is a macron on Māori
in the sentence that is the writer's own.)
(1) Biggs (1968:79-81) discusses the two systems used for writing long vowels
in Māori, and comments (1968:81) that “in the absence of an indication of
vowel quantity the correct pronunciation of a Maori word must be lost with
the death of the last person who learned it by ear”.
Oxford system references
If your course specifies that you should use the Oxford system, you will acknowledge
material as in example (2) below. In your text you will insert a footnote number each
time you refer to the work of another scholar. Each of these footnote numbers will
have an associated footnote, where you will put the information that tells the reader
where the information came from.
(2) Biggs discusses the two systems used for writing long vowels in Māori, and
comments that “in the absence of an indication of vowel quantity the
correct pronunciation of a Maori word must be lost with the death of the
last person who learned it by ear”.1
The associated footnote will look like this:
1Bruce Biggs, „The Maori Language Past and Present‟, in Erik Schwimmer, ed.,
Maori People in the Nineteen-sixties, Auckland, B and J. Paul, 1968, p. 81.
At the end of this guide, you will find detailed explanations of how to do this, see
sections 8 and 9.

1.1.5 Bibliography
Every academic essay will need a bibliography, which is an alphabetical list of the
sources of your information. Although the bibliography is placed at the end of your
essay, this may be the very first thing your lecturer looks at when they begin to mark
your essay. The bibliography will tell them how scholarly your essay is. There are no
fixed limits about how many items your bibliography should contain, but for most
essays, the more different works you have consulted, the better researched your
essay will be. (However, putting a lot of things into your Bibliography will not by itself
earn you a good mark: the lecturer will expect to see evidence in your essay that you
have actually read them, understood them, and learned from them.)
There are well-established conventions about presenting a bibliography which you
are required to follow. The details of presentation differ for the Harvard and the
Oxford systems. There is detailed information about what is required in Sections 8
and 9 of this guide. Below are the Bibliography entries for the Biggs work used in the
examples in 1.1.4 in the two referencing systems.
Harvard system
Biggs, Bruce, 1968. The Maori Language Past and Present. In Erik Schwimmer
(ed.), Maori people in the nineteen-sixties. Auckland: B. and J. Paul.
Oxford System
Biggs, Bruce, (1968) „The Maori Language Past and Present‟, in Erik
Schwimmer, ed., Maori People in the Nineteen-sixties, Auckland, B. and J.
Paul.
There is a sample Bibliography at the end of each section on referencing in this
Guide (in Section 8.3 and Section 9.3).
1.1.6 Writing Style
Academic writing requires a formal style. For many students, developing an
appropriately formal style of writing is one of the major hurdles of academic writing.
There are writing courses available at the University to help you in this. If you are
having difficulties with this aspect of academic writing, it is often helpful to write the
first draft of your essay without worrying about the style. You can then edit the draft
to make it more formal.
Kaua e mataku. Mā te tuhituhi ka mārama ō whakaaro, ā, mā te pakanga tonu i tēnei
mahi ka pai ake koe ki te tuhituhi. Nō reira, kia kaha.

2 Essay Writing Guide
This section of the Guide provides some ideas on processes that may help you to
develop good academic writing skills. You do not have to follow these guidelines, but
you will need to think about the issues they raise.
2.1 The Writing Process
Proficiency in essay writing comes with practice. The process includes four phases –
planning, research, drafting, and editing.
2.1.1 Planning
This is an important phase of the essay writing process. Effective planning and
preparation can make the essay writing process easier. This planning includes
allocating sufficient time for research and writing.
Preparation involves analysis of your essay question or topic and determining your
approach to your essay. You need to ensure that your approach will answer the
essay question. If the essay topic is not expressed as a question, you may find it
helpful to determine what question(s) it raises.
As part of the planning process, ask yourself questions like these:
What do I already know about the topic?
What sorts of information will I need to answer the question?
What sources will be likely to contain that information?
What arguments can I think of to support my point of view?
What kind of material will support those arguments?
…
When you have done the necessary planning and preparation, you are ready to
engage in the second phase of research. Sometimes you will not be able to
determine your approach until you have done some preliminary reading. The process
of planning and research may need to go hand in hand.
2.1.2 Research
Two kinds of research may be needed for an essay.
First, you may need to gather data and analyse it, or you may need to consult
primary sources of information to gather relevant facts.
In addition, you will need to read relevant academic literature to find support for the
argument presented in your essay. The main points you have identified in your
analysis of the essay question should direct your research. This will ensure that your
reading is purposeful and directed.
You should read widely and apply critical reading skills during this phase of the essay
writing process. Be a discerning reader. Do not take an author‟s words on trust, but
evaluate them in the light of your other reading. Your topic may involve discussing
contradictory points of view.
You may also want to take notes about the books/articles you are reading for later
reference. If you come across pieces of text in your reading that you might want to
quote later in your essay, write them down when you are reading the work. Be careful
to copy accurately and note the details of the book and the page you copied the
quote from. Accurate copying means that you must write exactly what is in the
original, without changing any words or punctuation marks. If you omit any material,

you must mark it with the ellipsis character, consisting of three dots: '…'. There is
further information about note-taking in 2.4 below.
Take advantage of the Library and Student Learning Support workshops on
developing effective research skills.
2.1.3 Drafting
Careful planning and research will facilitate the writing process. Often this is
considered a daunting phase. However, critical consideration of your question or
topic and wide reading will assist the writing process.
Allow your writing to be guided by your essay plan. Note that during the research
phase you may decide to alter your essay plan. This often occurs and reflects the
development and modification of your ideas.
Essays are structured with an introduction, the body of the essay, and a conclusion.
However, you do not have to write your draft in this order. The introduction may be,
and often is, the last thing you write. (Further explanation about essay structure is
provided in 2.2 below.)
Allow yourself to write freely, and write those parts you find easiest first. For now, do
not concern yourself with perfect grammar or paragraphing. In this phase it is
important to get your ideas down. Attention to good structure and correct grammar is
addressed in the last phase called the editing phase.
2.1.4 Editing
This is the final phase of the essay writing process. Having completed the first three
phases, your essay is almost ready for submission. This phase allows you to check
that your essay is structured well, the argument is logical, and expression is
grammatically correct. It is best to allow a day or two between writing and editing, so
that you come to the editing task with fresh eyes.
Now is the time to make alterations and modifications to your essay. It should be
possible to read the introduction and the conclusion of the essay and know what the
essay is all about without having to read the main body of the text.
You should take advantage of the tools and resources available to you. Computers
have grammar and spell check facilities. You can also ask for peer evaluations and
ask tutors or lecturers to provide feedback.
This phase represents the culmination of your hard work. Take the time to ensure
you have satisfied the essay requirements, the content is accurate, and the
formatting and referencing is correct. Check that every work cited in an in-
text/footnote citation is in your Bibliography, and that your Bibliography entries are in
alphabetical order.
Submit your essay with a deserved sense of satisfaction and relief!
2.2 Essay Structure
The following is a brief explanation of the essay structure.
An Introduction should:
 introduce the central issue of the essay;
 engage the reader‟s interest;
 provide background information;
 clarify the essay approach and scope;
 if necessary, define key terms and concepts;

 present the author‟s point of view in a thesis statement (i.e. a statement of what
the writer is going to establish in the essay).
The Body of an essay should:
 present the writer‟s argument;
 develop the argument through paragraphs (and numbered sections if
appropriate – see below);
 examine, explain and describe;
 provide supporting argument through referencing.
A Conclusion should:
 summarise the main points presented;
 link these points to the initial thesis statement;
 provide a definitive statement of the writer‟s position;
 possibly present comments and recommendations.
Use of numbered sections: Some academic disciplines do not use numbered
sections, while others expect them. As you read, take note of what established
scholars in the particular subject do, and follow their lead. If you are in doubt, ask the
course coordinator what they expect.
2.3 Writing Style
Essay writing requires a formal style. For example, words such as cannot and do not
are written in their full form, instead of in the contracted forms can’t and don’t.
Avoid emotive or judgmental words, unless you can show good evidence to support
the use of such strong language.
When we speak, we often string large numbers of sentences together without making
a significant pause. Formal writing style does not do this, but puts each one in a
separate sentence. A basic guide is this: if you can appropriately put a full-stop, do
so. Compare the following, where the first version is in informal spoken style, and the
second in formal written style.
Let your writing be guided by your essay plan, but during the research phase
you may decide to alter your plan, this often occurs and reflects the
development and changes to your ideas.
Allow your writing to be guided by your essay plan. Note that during the
research phase you may decide to alter your plan. This often occurs and
reflects the development and modification of your ideas.
Formal style does not necessarily involve the use of long words. It is better to write
simply, using words you really know, than to use long words incorrectly. The quality
your lecturer will be looking for is accuracy and precision in what you say.
Take care with words like thus, therefore, and however which have very precise
meanings. Thus and therefore are used to introduce sentences that express things
which can be logically deduced from the material that has gone before. However is
used to introduce a statement which contrasts with what has been said before. These
words are illustrated in the following passage, which uses Harvard-system citations:
In 1903, William Bird introduced the „direct method‟ into Native Schools (Simon
1998:xvii; 16-17). This involved total immersion in English, and thus the use of
the Māori language was forbidden, even in the playground. Although it was
never official policy, many students were punished for speaking Māori at
school, and therefore derived negative attitudes to the language from their

educational experience (Benton 1987:64-65). The direct method was supposed
to give students a native-like command of English. However, there is plenty of
anecdotal evidence that many Māori students left Native Schools at this time
without a good command of English.
2.4 Researching Guide
Refer to your Course Outline or essay topic sheet, as Lecturers often provide a list of
recommended texts. You should also use the online Library Catalogue and refer to
the books on Closed Reserve and 3-Day Loan books. When you have located texts,
check the contents pages, chapter titles and the index to assess the relevance of the
book to your topic.
Lecturers require you to read widely, therefore plan the time to research and read
critically. If you need to develop your research skills, the Library offers workshops on
using the library catalogue and finding books. Researching your topic thoroughly will
require you to read more than one book.
2.4.1 Choosing Suitable Academic Sources
When you are writing an academic essay, you are expected to justify the statements
you make. This section discusses the types of source material that are available, and
helps you to choose suitable ones for academic purposes.
2.4.1.1 Cite Authoritative Sources
One of the principal forms of justification is a reference to an acknowledged authority
which makes the same statement. It is thus important that any source you cite as
justification is recognised as an authoritative one: the author(s) should have the
academic standing that means their opinions are respected.
Authoritative publications (unless they are from the early twentieth century or before)
will always specify the date of publication. This allows you to determine whether the
information they contain is likely to be the current state of academic knowledge, or
whether it might be out of date. You may need to consider the date of the publication
when you make use of it, particularly if you cite statistical information or other facts
that are likely to change.
The source should also be available to the reader, so that they can check the
accuracy of your reporting, or find out more about the original context, or find out
more information on the topic than you have provided. It is therefore important that
the source you cite should be a permanently available one.
2.4.1.2 Academic books and Journals
Before an academic book is published, and before a Journal article is accepted for
publication, the work is scrutinised by at least two other academics who are
specialists in the appropriate field. They may require or suggest amendments before
publication. This process (called 'peer review') ensures that any publication of that
kind counts as authoritative for academic purposes.
2.4.1.3 Material from the popular press
Material from the popular press (such as newspapers, magazines, and including
books not written by scholars) may derive from academic sources, but it has usually
been re-written to make it a better story or easier to understand. Often in this
process, information is omitted or distorted, or the context may be removed. Such
sources are thus not as reliable or as authoritative as an academic publication: they
have not been peer-reviewed, and have been worded by somebody who is not
necessarily an expert in the field. Such material should be used with great caution. If
the content is academically sound, you will almost always be able to find an
academic reference to it.

2.4.1.4 Material from the internet
There is a great variety of material available on the internet. Some of it is
academically reliable, and some of it is not. Before you use material from the internet
for academic references, you must find out what you can about the source of the
information, and then use good judgement about whether it is suitable for academic
purposes.
You must also think about the likelihood of the e-source continuing to be available to
your reader, so that if they follow up your reference (even several years later) they
will find the information you cite. Many e-sites are subject to change, and are thus not
particularly suitable for academic use. If you have a good reason to use material from
a source like this, you should take care to ensure that the information you provide
from it can be understood fully without reference to the original site. It may be
worthwhile printing out the page(s) you use, and attaching them to your work as an
appendix.
2.4.1.5 Academic publications reproduced in e-form
Many academic books and journals which were first published on paper are now
available in electronic form. Such material has the same status for academic
purposes as the paper publications: it can be used with confidence.
2.4.1.6 Academic publications created in e-form
In some disciplines, especially those where the subject is developing very quickly,
academic books and journals are published only in electronic form. They are,
however, peer-reviewed before publication, and are thus just as reliable as paper
publications. Such publications will specify the editors or editorial board, and will be
dated. Where these people have university affiliations, it is expected that they will
ensure that the contents meet academic standards.
2.4.1.7 E-publications by individual academics
Individual academics may make their unpublished work available on the internet.
Sometimes this happens because they want to disseminate the material quickly
(standard publications often appear only after a considerable delay). Sometimes it
happens because they have been unable to find a publisher for work that is
considered too narrow in its interest to be financially viable as a paper publication.
Work like this may or may not have been peer-reviewed. However, someone can
publish material on the web even if it has been peer-reviewed and rejected on
academic grounds for publication by a reputable journal or publisher. It is very difficult
to assess the academic reliability of such sources. If the author is a scholar with a
wide range of publications in reputable academic sources, it is more likely to be
reliable than if the author has no other publications. You may need to make further
investigations before you decide whether this is suitable material or not. If in doubt,
consult your tutor or lecturer.
2.4.1.8 E-publications by institutions, societies, etc
If you find information from sources such as government departments, formally-
constituted societies, or other similar organisations, it is probably reliable, although
you need to remember that it may be presented in a manner which favours a
particular point of view. If you use such material, you will need to allow for that
possibility in the way you use the material. In particular, you should ask yourself "Is
this organisation likely to have a biased opinion about this material?" If the answer is
"Yes", then you will need to allow for that bias in what you say.
Propaganda/advertising does not provide suitable academic support. Such material
is particularly likely to change and/or vanish from websites, and is often not kept up-
to-date. Such sites are frequently undated, so you cannot even determine whether
the material is currently valid or not.

2.4.1.9 Wikipedia
Anybody can write a piece for Wikipedia, even if they know little about the topic, and
have no authority for what they say. While many of the articles in Wikipedia are
useful and accurate, there is no guarantee of that. The lack of guarantee is the
problem. For instance, if a student finds some material that they think is interesting,
they can write about it and put it into Wikipedia, even if they have not understood the
material properly, and thus misrepresent it (and that happens!). There is no way to
distinguish material like that from material which has been provided by a reputable
scholar.
It is also not necessarily kept up-to-date, so that there may be articles which were
true when they were written, but are no longer true.
Wikipedia also tries to simplify material, and simplification often leads to mis-
representation.
For this reason, many academic institutions, including TKAM, do not allow students
to cite Wikipedia as an academic reference: it is not guaranteed to be authoritative,
and so it cannot provide support that is appropriate in an academic context. That
does not mean that Wikipedia is no use; it may be a valuable starting point for finding
an academically suitable reference, or finding a fact which can then be checked
through other channels, and then referenced to a more reliable source.
2.4.1.10 Personal blogs, etc
Information from personal blogs only has the authority of the blogger. Before you
could use such material for academic support, you would need to establish the
academic credibility of the blogger, and your citation would need to justify the validity
of the source. If the blogger has academic credibility, you will almost always be able
to find an academic source for the material, and should use that in preference. Of
course, if you are using such information as evidence of popular or public or personal
opinion, that is different.
2.4.1.11 Summary
Your academic references need to be from authoritative (i.e. academically
respected), dated sources which are permanently available to your reader.
2.4.2 Reading for Information
You need to ensure your reading is purposeful. Your essay plan and the main essay
points should guide your research. Your objective is to find material that supports the
points or arguments you want to make.
To assess the relevance of any item (e.g. a book, chapter, article…) apply your
critical reading skills. Read the title, subheadings, and scan the pages for key words.
If a text is useful, the title or subheadings will be related to your essay topic.
You need to be selective when researching. Do not get caught into the trap of
reading the whole book, or unrelated chapters because they look interesting.
Remember, the main points of your essay should direct your reading – do not get
side-tracked.
2.4.3 Read then Write
When you have read widely and gathered your references you will find the writing
process easier. Plan to give yourself time to read. Make allowance for the fact that
other students will also need the same books, and that you may have to wait for
them. As a minimum, give yourself one week to gather books and read before you
start writing. This means that you need to allow at least two weeks to plan, prepare
and write an essay.

2.4.4 Referencing Notes
The following is a suggestion for making useful referencing notes from your research.
These will be the notes you use to reference your work.
Use A4 paper stapled together. This ensures you keep all your notes together. Write
the essay title on the first page and number each page. Record the referencing
details for each book as you use it. Only write on one side of the page. This makes it
easier when you are writing your essay to flick through your notes.
You should record the referencing details as required for the referencing system of
the course you are taking.
For Māori Studies, the two styles that may be required are illustrated below for a
publication in the form of a book with a single author:
Harvard style
Thomas, N., 2002. Māori Epistemology: The Study of Knowledge. Wellington:
Victoria University Press.
Oxford style
Thomas, N. (2002) Māori Epistemology: The Study of Knowledge, Wellington,
Victoria University Press.
Never write anything down from a book or other material without noting the page
number(s) on which you found it.
2.4.4.1 Layout of Notes
Underline each author and book title to distinguish between books. Divide your page
into three columns. Use the main points of your essay to guide your reading.
 Column One – when you find a point, write one key word that summarises the
point.
 Column Two – write a brief summary of the point. If you think you may need to
quote rather than paraphrase, copy the passage you may need to quote,
making sure that you copy it with total accuracy. Do not copy more than you
can quote.
 Column Three – write the page number and paragraph. This helps you to
locate the quote in the book later. You will need the page number in your
reference if you use the material in your essay.
 Column Four – (optional) write the ideas that come to you based on the
reference; indicate how you might incorporate the material into your essay.
2.4.4.2 Sample Page
Essay Topic – Māori Knowledge. Main point – Origin of Knowledge, Creation.
MAOR 507 – Māori Epistemology 2002 1
Thomas, N., 2002. Māori Epistemology: The Study of Knowledge. Wellington:
Victoria University Press. (Ref. in Harvard style)
Tāne-i-te-Hiringa ascended into Heavens p.3, para 4
baskets of knowledge
Rangiātea residing place of Atua
Tane obtained higher knowl. p.10, para 10

2.4.4.3 Using your Referencing Notes
Label your references according to your main points. You might write „1‟ or put a
highlighter mark of a particular colour beside each reference note that supports the
first point you will raise in your essay. Work through your main points one at a time –
not all at once, as this will clutter your notes.
Now start writing about your first point. If you need assistance on essay structure,
Student Learning Support (SLS) have workshops on essay writing. A guideline for
structuring paragraphs is:
TEE – Introduce your Topic, provide an Explanation, and use an Example
(supporting evidence, your reference).
Repeat this process for each of your main points. You may find that you do not need
to use all your references relating to a point. Use the reference that most succinctly
and effectively supports your argument.
2.4.5 Referencing and Citing Sources
Remember that every time you draw on material from other sources, you must
acknowledge the author by using the correct citation form. Distinguish between direct
quotations and paraphrases, see 7 below. Refer to the referencing section on how to
acknowledge sources in your essay.
The final step is to use your referencing notes to write your Reference List (also
called Bibliography). You must submit a Reference List, attached at the end of your
essay, for all your work.
2.5 Final Points
When you finish your essay, file your referencing notes for future use. You may write
another essay on a similar or related topic and be able to use your notes again. As
you gain more experience in reading and gathering references you will develop your
own system of reference noting.

3 Presenting your Essay
All work submitted to Te Kawa a Māui must meet the following formatting
requirements.
3.1 Handwritten Work
Handwritten work will only be accepted in 100 level courses. However, it is preferable
even at 100-level that work is typewritten. The University‟s computer resources are
available to all students for essay-writing. Find out how to use them if you do not
already know. The help desk at the Library is your starting point. Te Kawa a Māui
students may also use the computer suite at the marae in Te Whanake Mauri Tū.
Please ensure that your writing is legible and your work is formatted according to the
Margins and Spacing requirements below. Illegible work will be returned unmarked
for resubmission.
3.2 Typewritten Work
All 200 – 500 level work must be typed.
3.3 Margins and Spacing
Work must have a 5cm left hand margin and a 2cm right hand margin. The left hand
margin allows for the marker‟s comments. Your work should also have a reasonably
sized top and bottom margin, for example 2cm.
Work must be typed in 1.5 line spacing. Handwritten work must be written on every
second line.
3.4 Font Size and Type
Your work must be typed in size 12 font, preferably using Arial or Times New Roman.
Please do not use “artistic” fonts because they are not as easy to read.
3.5 Cover Page
Your work must have a cover page with the following information:
 your name and student ID number;
 course code;
 lecturer‟s name;
 assignment number or name;
 word count (i.e. the actual number of words in the body of your essay, including
those in direct quotations);
 tutor‟s name (if applicable).
TKAM has a standard cover page. Hard copies are available beside the Assignment
Drop-Box at 50KP, and it is also available electronically on many course Blackboard
sites. A copy is included at the end of this Guide for your information.
3.6 Footer Requirements
In the footer of your page insert a page number followed by your name and course
code. Use size 10 font for this information and align with the left hand margin.
3.7 Presentation
Please ensure that your work is clean and presented in a form appropriate to
academic writing. Unless specified, marks will not be given for borders, patterns or
pictures unless they specifically relate to the text of the essay, e.g. you are
discussing Māori art, and reproduce an example which you then discuss as part of
your essay.

3.8 Work Submitted in the Māori Language
The University allows you to submit work written in te reo Māori for any course in any
School. TKAM encourages students to submit their work in te reo for all TKAM
courses, and will require it for at least some work in courses in te reo. If your course
is taught in English, you should notify the Course Coordinator at the beginning of the
course if you intend to submit in te reo. (This will ensure that they can arrange for
timely translation if necessary.) If the course is taught in te reo, notification is not
necessary.
3.9 Macrons and other conventions for writing in te reo
All students must use macrons as appropriate in all written work. The computer
suites at the marae in Te Whanake Mauri Tū and Te Pūtahi Reo (Language Learning
Centre) have macron facilities.
If your computer does not have a macron facility you are required to write the macron
by hand. The use of double vowels or omitting macrons is not permitted.
Te Taura Whiri i te Reo Māori has produced a document (in both English and Māori)
outlining their guidelines for the use of the macron, and for matters such as the
hyphenation of Māori words. It is called Ngā Tikanga Tuhi a Te Taura Whiri i te Reo
Māori/ Te Taura Whiri i te Reo Māori Guidelines for Māori Language Orthography,
and can be found on their website at these urls:
http://www.tetaurawhiri.govt.nz/english/pub_e/conventions.shtml
http://www.tetaurawhiri.govt.nz/māori/pub_e/conventions.shtml
3.10 Use of Italics
Te Kawa a Māui requires the italicising of words and phrases that are not part of the
main language of the essay.
When writing in English, Māori words and phrases must be italicised. Conversely,
when writing in Māori, non-Māori words or phrases must be italicised. This
convention ensures clarity of writing and avoids confusion when words with the same
form in Māori and English are used, for example Māori rite, pine, take and English
rite, pine, take. For standard New Zealand English, reference to the Oxford
Dictionary of New Zealand English will indicate those Māori words now regarded as
part of New Zealand English. For Māori, any word which does not conform to the
sound patterns of Māori should be treated as non-Māori.
Students should familiarise themselves with the appropriate use of italics in academic
writing. Generally, italic type is used for:
 titles of books, newspapers, periodicals, poems, musical works, films, television
programmes, videos and paintings;
 names of ships, aircraft and other vehicles;
 scientific names of plants and animals;
 words and letters cited (i.e. talked about, not used) e.g.
„Te reo can now be regarded as a New Zealand English word, and thus
needs italics only when it is being cited, as here‟
„I learned te reo from my grandmother‟;
 emphasis.
3.11 Use of Quotation Marks
Students should familiarise themselves with the appropriate use of quotation marks
in academic writing. Generally, single quotation marks are used for:

 The titles of articles in books and periodicals;
 Meanings of words (e.g. pine „close together‟)
 Enclosing quotations from other people‟s work (in some Schools)
Double quotation marks are used for:
 Enclosing quotations from other people‟s work (in some Schools, including Te
Kawa a Māui)
 “Scare” quotes, to warn the reader that a word is being used with a special
meaning, or is in some way a dubious word in that context.
3.12 Translation of Material in another Language
For students at Te Kawa a Māui, the usual problem that arises is how to quote
material which is originally written in te reo Māori when the essay is written in
English, or how to quote material originally written in English when the essay is
written in te reo.
In reo courses, where you are writing in te reo, and the main purpose of the essay is
to assess your level of proficiency in te reo, you should keep quotations from English
to a minimum. It is preferable under these circumstances to paraphrase the original
in te reo.
In other courses, you should quote in the language of the original, and provide a
translation in the language of your essay. Put your translation in square brackets
following the original, and specify the translator. The first example illustrates a
quotation in te reo in an essay written in English, and the second illustrates the use of
an English quotation in an essay written in te reo for a non-reo course.
Te Rangiāniwaniwa Rangihau says as a kind of refrain (1997:171; 174; 175;
176; 178) “Ko te rongoā kai roto i ō tātau ringa.” [“The remedy is in our hands” –
my translation.]
I te tau kotahi mano, iwa rau, ono tekau mā tahi, ka pānuitia te ripoata o John
Hunn. I reira, ka mea ia ko te reo Māori "one of the few surviving relics of
ancient Māori life" ["he maramara mai nō tētahi ao Māori ukiuki" – ka
whakamāoritia e Te Taura Whiri I Te Reo Māori, He Muka (n.d.)]
3.13 Glossaries for Māori language courses
These should conform to the following guidelines:
 The Māori words should be on the left, and the English words on the right.
 They should be alphabetically sorted by the first letter of the Māori words, and
have no bullets or numbers.
 There is no need to supply page references for individual words in the glossary,
but the dictionaries consulted should be included in the Bibliography.
Here is an example, alphabetised according to the Māori alphabet:
Rārangi Kupu – Glossary
ahotea stressed
pīngore flexible
noi elevated
ngaue shake
warahoe fussy (about food)

wikena weekend
wheroku become faint
3.14 Length
Please adhere to the word limits set by the lecturers. You are permitted a
discretionary 10% above or below the word limit. If the length of your work falls
outside these limits, you may incur a penalty and/or be required to resubmit your
work. If you choose to write an essay in te reo Māori when other students are writing
it in English, your essay may be 20% above the stated word limit without incurring
penalties, to allow for the fact that there are significantly more "function" words (little
words like (i, ki, a, te, ka) required in a Māori text than in an English text.
3.15 Copies of Essays
Te Kawa a Māui keeps an assignment register and records receipt of all work
submitted to the office or assignment box.
You are required to retain a copy of your essays, and encouraged to keep the final
draft and referencing notes. If an essay is lost, destroyed, or reported as not received
in the Office, you will then have a copy to resubmit. In these instances you should
consult the Course Coordinator.

4 Penalties for Lateness and Extensions
Careful planning and time management will aid you in submitting your work by the
required date. For your information, the following is the Te Kawa a Māui policy on
late assignments.
By prior arrangement and only for very good reasons an extension might be
granted. However, without an express extension from the Course Coordinator,
the following late penalties will apply:
 5% will be deducted for every day or part day that the assignment is late
(including each day over the weekend). Note, a 5% penalty is equivalent
to a reduction of one grade – e.g. from a B+ to a B;
 after five days the assignment will be accepted for the purposes of
meeting the „mandatory course requirements‟ (formerly called „terms‟) but
no mark will be given.
There is no guarantee that the Course Coordinator will grant an extension in the case
of computer malfunction or lost assignments.
If you have a genuine reason for submitting late (e.g. you suffer a serious illness in
the week before the assignment is due, or the death of a close family member) you
should approach the Course Coordinator and discuss the possibility of an extension.
This is a matter of fairness: you should have the same amount of time to complete
your work as other students. If that time is suddenly and unpredictably shortened,
your request for an extension will probably be granted. However, requests for
extensions in circumstances which you could/should have predicted, and thus should
have allowed for in your planning (e.g. regular work or family commitments) are not
likely to receive favourable consideration.

5 Plagiarism
Plagiarism is using the work of other people as if it is your own (i.e. without
acknowledging that it is borrowed). Handing in an essay copied from someone else
(e.g. a former student, or the web) is gross plagiarism, but failing to put quotation
marks round phrases copied from a book, or failing to say where you got a piece of
information from is also plagiarism.
The University regards this as a very serious academic “crime”. It incurs heavy
penalties, and the sanctions against offenders are serious (e.g. a student who
commits plagiarism can be given an automatic „fail‟ grade, and if a student persists in
serious plagiarism, their academic record can be annotated to say they have
plagiarised). Academic staff are required to enter all cases of plagiarism into a
university database, so that repeat offenders can be identified. Your Course Outline
contains some basic information about plagiarism. Take the time to read it carefully,
as well as the information below.
Plagiarism is unacceptable and will not be tolerated by Te Kawa a Māui.
1. Any fact or opinion that you use (either by quoting or by paraphrasing) from
any source you consult should have a specific acknowledgement. This should
include the page number and be formatted appropriately. It is not adequate to
put a general acknowledgement at the end of a paragraph.
2. This means that as you do the reading for your essay, you should always
write down the page number beside every note that you take, as well as the
full details of the book you are using.
3. There is no limit to the number of references you may need in any sentence,
or any paragraph of your essay. If you have used 50 pieces of information,
you need 50 references!
4. A page number or page range is normally required. The exception is if you
summarise an entire book, or perhaps an entire chapter.
5. If you use internet sources, you must give the URL, and the date on which
you sighted it. It may not be possible to provide a page number in such cases,
but you should be as specific as possible. If a web document has numbered
sections, you should specify those instead of a page number.
6. Think of your task like this: “I need to make it possible for the reader of my
essay to find quickly and easily the source of what I have borrowed”. A reader
might want to check that you have quoted or paraphrased correctly, or find
out in what context your source gave the information you cite, or might simply
want to know more about the topic you are writing about.
7. Remember that you do not need to feel ashamed if all of your essay is drawn
from the work of others. You can still demonstrate the qualities required for a
good essay by your selection and organisation of the relevant material, and
your own commentary on what others have said.
Remember that lecturers read widely and it is likely that they have read the sources
you use in your essay. Plagiarism is easy to identify in essays written in both English
and Māori: people‟s writing styles differ, and material copied from a book will differ
conspicuously in its style from the rest of your writing. Do not be tempted to copy an
author‟s ideas or another student‟s work. Copying another person‟s work is not
acceptable in academia and is also considered bad form from a Māori perspective.

6 Human Ethics
If you intend to interview or observe human subjects for research purposes or other
work at VUW, you must ensure that you adhere to the Human Ethics Guidelines of
the University. VUW is aware of its responsibility for ensuring that the privacy, safety,
health, social and cultural sensitivities, and welfare of such subjects are adequately
protected.
Before engaging in any such research, you must consult the Course Coordinator who
will advise you. A copy of the Human Ethics Committee (HEC) Guidelines can be
obtained from the Secretary to the HEC, Linda Bowden, Vice Chancellor‟s Office or
at: www.vuw.ac.nz/home/research/index.html.

7 General Information about Referencing and Citations
When you write an essay, your will use material from a number of different types of
sources. These may include:
1. Primary sources (e.g. Acts of Parliament, old letters, stories);
2. Secondary sources in either book or electronic form, which contain other
writers‟ ideas and their interpretations of primary sources;
3. Oral sources (e.g. lectures, interviews);
4. Your own ideas.
When you use material from any of 1-3 above, you are required to specify in your
essay what source this material came from. This is called referencing your work.
Referencing provides support for the ideas you present in your work. Therefore
understanding and using referencing systems is an important part of your academic
reading and writing. Providing a reference to a source allows the reader to check
where your ideas have originated.
There are two components to referencing.
1. As you write your essay, you need to specify where each borrowed piece of
information comes from. There are special ways of presenting that
information that you are required to follow. These are called 'citations'.
2. At the end of your essay you must add a list of all the sources you have either
referred to in your essay or used to develop your ideas. There are also
special ways of presenting this information that you are required to follow.
This list is called your 'Bibliography' or 'References'.
There are two principal ways in which borrowed material is incorporated into an
essay. You may use the exact words of the original, which is called “quoting”, or you
may express the ideas from the original in your own words, which is called
“paraphrasing”. Each of these borrowing processes has special conventions, as
described below.
7.1 Quotations
Direct quotation from secondary sources (i.e. using the exact words of your source)
should be used sparingly and only when it adds significantly to your argument. The
absolute maximum amount of direct quotation that is acceptable in TKAM is 5% of
the essay. Direct quotations should be included when you determine the word count
for your essay. All quotations must correspond with the author‟s exact wording,
spelling and punctuation. The conventions for quotations are as follows:
 if a quotation is less than three lines it should be incorporated into the body of
your text. The quotation must be identified by enclosing it in double quotation
marks;
 long quotations should start on a new line, be indented from the margin, single-
spaced, and without quotation marks.
If you omit any part of a quotation, indicate this using a sequence of three dots (…).
You must ensure that you do not alter the original meaning intended by the author.
The ellipsis character (…) is produced on Mac computers by typing Opt + ; (i.e. semi-
colon) and on PCs in Word, by typing Alt + Cntrl + . (i.e. full-stop). If the material you
omit is at the end of a sentence in the original, you should add a full-stop: ….

Include any grammatical errors or spelling mistakes that occur in the quotation. Add
[sic] (Latin meaning „so‟ or „thus‟) to warn the reader that this is an error in the original
document and not your own, e.g. “He received expecial [sic] treatment.”
Quotations should not be in italic font unless that is the font style used in the original
work.
7.2 Paraphrasing
Unlike direct quotations, paraphrasing will be used frequently in your academic
writing to support your ideas. Paraphrasing is expressing in your own words
information that is drawn from someone else‟s work. Skilful paraphrasing usually
involves summarising and not merely substituting a different word here and there in
the original. Again, you must ensure you do not alter the original meaning of the
author in your paraphrase.
Here is an example using Harvard-style references:
The original text (Biggs 1968:84)
“There will be a slow but inevitable further retreat of Maori before the
overwhelming pressure of English. In other words the trend of the past century
and a half will continue.”
A possible paraphrase:
In 1968, Biggs predicted that Maori would continue to give way slowly to
English (Biggs 1968:84).
7.3 Referencing Systems: Oxford or Harvard
There are two major systems for specifying the source of your material. We will call
these the Oxford system and the Harvard system. Which one is used depends on the
academic discipline: history, politics and literature courses usually use the Oxford
system; anthropology, linguistics and the sciences use the Harvard system. Many
students will need to learn both systems. You must become a proficient user of the
referencing systems relevant to the Schools you study in.
Both the Harvard system and the Oxford system have many variants, which differ in
such matters as the way they are punctuated. Te Kawa a Māui uses the version of
the Harvard system adopted by the Journal of the Polynesian Society, and a version
of the Oxford system based on the one used by the New Zealand Journal of History,
but with a number of modifications.
The information about citation and references for the Harvard system is in section 8,
and for the Oxford system is in section 9.
100-level MAOR courses: all use the Harvard system
200-level MAOR courses:
Harvard: MAOR210, MAOR211, MAOR212, MAOR216, MAOR221, MAOR222
Oxford: MAOR213, MAOR214, MAOR215
300-level MAOR courses:
Harvard: MAOR311, MAOR312, MAOR313, MAOR318, MAOR321, MAOR322
Oxford: MAOR316, MAOR317
800-level MAOR courses: all use the Harvard system
For 400-600 level MAOR courses, your Course Outline will specify the appropriate
system.

7.4 Finding the Information you need to prepare your Bibliography
7.4.1Types of Academic Material
Before you can find the appropriate pattern for your references, you need to know
what type of academic material it is. Is it a book with an author, or a chapter from a
book with an editor, or an article that appeared in an academic journal, or some other
type of hard-copy material? Is it electronic material, and if so, is it an e-journal, or an
e-book, or something else? Once you know what type of material it is, you can look
at the list of Contents, and find the right information in Section 8 or 9 of this Guide. If
you do not know what type of material it is, and cannot determine that by looking
through the Contents of this Guide – which you can think of as a list of possibilities –
then you need to seek guidance from your tutor, your course coordinator, or Student
Learning Support.
7.4.2 The book's title and the author's or editor's name
While this information is usually on the cover of a book, the best place to take it from
is the title page of the book. This may be the first page inside the book, but
sometimes there are other pages before it. It will usually have the title of the book,
the author's name, and the publisher's logo. Here are the first seven pages of a book:

This copy of the pages has them numbered by hand at the bottom. You will see that
the title of the book occurs on more than one of them, but the title page is the one
numbered 6 at the bottom.
The title of a work should be recorded as in the text or source. If the title is in full
capitals, only the initial letter of each word should be capitalised. If the title is in lower
case only the first word should be capitalised.
7.4.3 Format for author/editor names
You will see in the information about referencing below that sometimes the author‟s
surname comes before their first name/initials, (e.g. Hapi, H. or Hapi, Hone) and
sometimes the first name/initials are before the surname (H. Hapi or Hone Hapi).
This is not just a random matter! The principle is that the first author in the
bibliography entry will be listed with the surname first, because it is the surname that
determines the order of the entry in the alphabetical list. Any other author or editor
names in the entry will have the surname after the first name/initials.
7.4.4 Date, Publisher, Place of Publication
These pieces of information are usually found on the back of the title page. The date
will usually be given like this: 'First published 1992'.
The Publisher is the firm that published the book. Sometimes the page will say
'Published by X', but often the publisher's name is simply stated without explanation.
It should match the logo on the title page.
The place of publication is the place where the publishing firm has its headquarters. It
is not the place of printing. Thus on the back of the title page above you will find the
following:
"Published by Reed Books, a division of Octopus Publishing Group (NZ) Ltd, 39
Rawene Road, Birkenhead, Auckland."
and
"Printed in Singapore".
The Publisher is Reed Books, and the place of publication is Auckland.
7.4.5 Information about editions of the book
Information about editions will also be found on the back of the title page. If you see
e.g. 'Reprinted 1994', you should ignore this, because that means the book is
identical to the first printing. If, however, it says e.g. 'Second edition, 1994', then that
means that it contains some changes from the first time it was published. These
changes may cause the page numbers to differ, and so you should include the
appropriate information in your Bibliography entry in the form '2nd edition' at the end
of your entry, and use the date of that edition as the date for your entry.

8 The Harvard Referencing System
The Harvard referencing system is used for the following undergraduate courses in
Te Kawa a Māui:
MAOR101, MAOR102, MAOR111, MAOR 112, MAOR122, MAOR123, MAOR124
MAOR210, MAOR211, MAOR212, MAOR 216, MAOR221, MAOR222
MAOR311, MAOR312, MAOR313, MAOR318, MAOR321, MAOR322
All 800-level MAOR courses
For 400-600 level courses, see your Course Outline.

The information on Harvard referencing below is divided into two sections. Section
8.1 (including all its sub-sections) tells you how to cite works in the text of your essay.
These will be called 'citations', to distinguish them from the 'references', which are
found in the Bibliography. Section 8.2 tells you what information you need to put in
your Bibliography.
8.1 Citations Using the Harvard System
If you are required to use the Harvard system, quotations and paraphrases must be
referenced using the JPS style. You must provide a reference for every quotation and
paraphrase used in your work. If you do not acknowledge the ideas or information of
other authors it is considered plagiarism, see 5 above.
8.1.1 Basic Harvard-style Citations
Every time you use borrowed material, whether it is a direct quote or a paraphrase,
you must provide a citation in the text of your essay which specifies exactly where
you found the material. The JPS citation style follows one of these two patterns,
depending on the essay context. Note that the punctuation, including the brackets, is
part of the style and must be followed precisely. In the following examples, the
surname of the author is Scott, the year of publication is 1975, and the page referred
to is 77.
(Author‟s surname Year of publication:page number) e.g. (Scott 1975:77)
or
(Year of publication:page number) e.g. (1975:77)
The author surname and year should match those used in your list of References at
the end of your essay. This means that if the year of publication in the References
includes a distinguishing letter, e.g. 2000a, (see 8.2.1.6 below) that letter must also
be used in the Harvard citation.) The citation may be included in the sentence
introducing the material, most usually immediately after the author's name, or at the
end of the quotation or paraphrase, as in the examples below.
Scott (1975:77) says “manpower losses were made up for a time by arrivals
from other parts of the country”.
In 1958, “manpower losses were made up for a time by arrivals from other parts
of the country” (Scott 1975:77).
Notice that the author‟s name is outside the brackets when it is part of your sentence,
as in the first example, and inside the brackets when it is not.
If the material used came from more than one page, use the appropriate format from
those illustrated below:
“In keeping with this the syntax of Maori is remarkable for the ease with which a
given semantic situation may be expressed in a number of linguistically different
ways” (Biggs 1968:69-70).
Biggs (1968:68; 79-81) discusses the sounds of Maori, including the issue of
long vowels.
Note that there are a few occasions when a page number is not needed, for example
if you summarise an entire book or chapter of a book, as in the following case:
There are many accounts of the demise and revitalisation of the Māori
language, e.g. Biggs (1968), Benton (1987), Waite (1992), King (2001).

8.1.2 Multiple Authors
If a text has two authors, both names should be used, as follows:
Smith and Jones (1990:77) state that “multiculturalism was the government‟s
official policy on education in the 1970s.”
In 1970, multiculturalism was the policy that informed government decision-
making regarding education (Smith and Jones 1990:77).
If a text has three or more authors, the work is cited by using the surname of the first
author followed by et al. (which means „and others‟). Thus page 21 of a text
published by Mary Smith, Robert Jones and Pat Wilson in 1990 will be cited as
follows:
Smith et al. (1990:21) make a strong case for decentralisation.
There are three good reasons for decentralisation (Smith et al. 1990:21).
Et al. is not used in the list of References at the end of your essay. There you must
include the names of all the authors.
8.1.3 Oral Sources
The standard form for citing material from oral sources is e.g.
This sentence is ungrammatical (Te Ripowai Higgins, personal communication)
Te Ripowai Higgins (personal communication) says that this sentence is
ungrammatical.
In some cases, there will be no Bibliography entry relating to a personal
communication. If you conducted a formal interview, then a Bibliography entry will be
expected (see 8.2.11), but if you gained the piece of information through a casual
conversation, then the citation is sufficient acknowledgement.
8.1.4 Sources that do not have Individuals as Authors
If you are citing a text where the author is not an individual, in place of the author
surname you should use whatever name you list the work under in your Bibliography
(see 8.2 below). Thus if it is produced by a corporate body, you will use the name of
that body; if it is an un-authored course reader, you will use the name of the course.
Whatever you use should enable the reader to turn to your Bibliography and find the
work you are citing by looking in the appropriate place in the alphabet. Here are two
examples:
(Te Puni Kōkiri 2001:56)
(MAOR299 Course Reader 2011:56)
In your Bibliography, the first will be alphabetised under „T‟ and the second under „M‟.
8.1.5 Quotations or Paraphrases Cited Second-hand
Sometimes the author of one of your sources may quote or paraphrase a work which
they have read, but you have not. If you wish to use this information, you need to
acknowledge both sources, using the following convention:
It is clear that “such usage abounded in the 1950's” (Miller 1958:97-98, cited in
Moss 1987:64)
You are required to put the source where you found this (i.e. in this case Moss 1987)
in your Bibliography. Some academics also require you to include the details of the
original source (in this case Miller 1958) in your Bibliography. This may depend on

how important the second-hand source is to your topic. If in doubt, include both or
ask your lecturer what they require in your particular case.
8.1.6 Citing Internet Sources
Use the name of the author, if known, with date if available, or the title of the internet
site, (not the full URL) in your citation. If there is a year of publication and a page
number (e.g. if you are using an online book or journal, as in the first example below),
you should use those as you would for a book. If there is no page number, but a
section number or heading, give those instead. Remember that your job is to make it
easy for the reader to find your source. Here are some examples:
Bauer (2004:23) says Māori has no copula verb.
In 1978, the first bilingual school opened in Rūātoki (Te Taura Whiri website,
History of the Language)
Māori television boasts a growing audience (Maoritelevision.com, Latest News,
1 December 2006)
The references in the Bibliography at the end of your essay should have
corresponding entries for Bauer 2004, Te Taura Whiri website, and
Maoritelevision.com, listed under 'B, 'T' and 'M' respectively.
8.1.7 Film, Audio and other Media Sources
For films, use the director‟s surname and the date of release.
Taika Waititi's film Boy (2010) outgrossed Eagle vs Shark (Waititi 2007) by
several million dollars.
If discussing particular scenes within a video or audio text, give the time at which the
scene can be located in minutes. In the example below, the action occurs 75 minutes
into the film:
Confident in his superhero powers, Rocky approaches Alamein in the garage
and touches his forehead (Waititi 2010:75min).
For audio, use the surname of the recording artist or the full name of the group.
The song Whiti te Mārama (Melbourne 1999) was performed during Matariki
celebrations.
The album Te Oranga (Little Bushman 2011) begins with a metaphorical
karanga in the first track Te Oranga.
For television and other media sources, use the production company name or the
producer‟s surname and the date of release, e.g.
The 48 Hour film One Man’s War (Kairangi Productions 2007) explores gender
reversal in Tokomaru Bay.
8.1.8 Legislation
The following guidelines are based on the Otago University Faculty of Law‟s Guide to
Citation of Legal Materials. Legal citation can be a complex issue. If you need to refer
to something not covered by the guidelines below, consult the complete Otago guide,
which was available on the internet at the following url in June 2011:
http://www.library.otago.ac.nz/pdf/law_citation_guide_2005.pdf

8.1.8.1 Acts
A New Zealand statute is referred to by its short title. This will incorporate the year in
which the Act was passed, e.g.
The Māori Language Act 1987
8.1.8.2 Sections of an Act
If a section of an Act is referred to in the body of an essay, abbreviations should not
be used, although they are acceptable in citations or less formal writing, e.g.
Unabbreviated:
Section 3 of the Māori Language Act 1987 establishes Māori as an official
language of New Zealand.
Abbreviated:
Māori is an official language of New Zealand (Māori Language Act 1987, s3).
There is a set order of importance for the provisions of a section, namely:
Section
Subsection
Paragraph
Subparagraph
e.g.
In the main text: Section 105(1)(b)(iii) of the Land and Income Tax Act 1954
In a citation: Land and Income Tax Act 1954, s105(1)(b)(iii).
The section number is 105, the subsection (1), the paragraph (b), and the
subparagraph (iii).
8.1.9 Maps
Maps that you might reference in your work will vary greatly in form. Here, the
guidelines for paper maps are based on JPS conventions, and the guidelines for
digital maps are a modification of these.
For most projects, if you need to reference a map, you should scan and insert the
map into your report or essay document. Assign the map a figure number, give the
figure a descriptive caption and refer to the figure number in the text.
The caption should give as many of the following details as possible: the map title,
year published, the author or archive, and where possible the dimensions of the
original in cm, e.g.
Fig. 1. Māori map of Motutapu and Rangitoto Islands, 1845. Size of the original:
36 X 21 cm. Photograph courtesy of the National Archives Head Office,
Wellington.
Fig. 2. Tahu Wilson‟s Digital Map of Wellington Pā Sites, 2009. Available
http://www.victoria.ac.nz/maori/research/atlas/.
If you do not want or need to reproduce the map in your work, you should cite the
author of the book where it is found, the year, and the page or plate number. The
map referred to below appears on plate 17:
The map Ngā Tapuwae-nuku (McKinnon 1997:17) shows the original waka
landings from the cartographic perspective of the early navigators.

8.2 Bibliographies/References in the Harvard System
Full referencing details for all sources must be listed in the Bibliography (List of
References) section of your work. The Bibliography should be written on a separate
page and attached to the end of your work. Note the following points about the
ordering of entries.
1. The entries in a Bibliography are presented in alphabetical order of author
surnames.
2. If you refer to several works by the same author, they are listed in order of
their year of publication, and the author‟s name is replaced by a dash in all
entries after the first, see below and the sample Bibliography in 8.3.
3. If an author has written a work or works alone as well as one or more co-
authored works, all the single-authored works precede the co-authored works,
even if the date of a co-authored work is earlier than the last single-authored
work.
4. If an author has written co-authored works with different collaborators, the
works are ordered alphabetically by the second author, rather than by date of
publication.
5. If an author has published two works in the same year, they are given an
alphabetical letter after the year, and are ordered by the year and then the
letter to distinguish them, e.g. Smith, John, 1990a and Smith, John, 1990b.
6. These points are illustrated in the following author list:
Benton, R.A., 1978.
_____ 1984.
_____ 1993a.
_____ 1993b.
_____ 2002.
_____ and N. Benton, 1999.
_____ and P. Keegan, 1994.
7. Note that the electronic sorting facility on your computer will not sort such
entries correctly, and you will have to sort them manually.
Please take careful note of the spacing, capitalisation, punctuation and order of
elements in a reference, and notice that the requirements are different depending on
whether you use the Oxford system or the Harvard system. It is usual to format
bibliography entries as “overhung” paragraphs, i.e. the first line juts out further to the
left than subsequent lines. The referencing style will vary depending on the type of
source you have used in your work.
Te Kawa a Māui requires you to use the JPS version of the Harvard style. The details
are given below.
JPS does not require a full-stop after the plural eds, but does after the singular ed.
The rule underlying the JPS convention is that you do not require a full-stop if the last
letter of the abbreviation is the same as the last letter of the full word. This rule
should be followed in any other cases where an abbreviation is used, so edn for
„edition‟ does not require a full-stop, but no. for „number‟ and pp. for „pages‟ do, for
instance.

8.2.1 Books
8.2.1.1 Books with a single author
The pattern is as follows. Note the punctuation and use of italics.
Author
surname,
First name,
OR
initials.,
Year of
publication.
Title. Place of
publication:
Publisher.
Blackwood, Beatrice,
OR
B.,
1935. Both
Sides of
Buka
Passage.
Oxford: Clarendon.
Blackwood, Beatrice, 1935. Both Sides of Buka Passage. Oxford: Clarendon.
Harlow, R.J., 2001. A Māori Reference Grammar. Auckland, NZ: Pearson
Education New Zealand.
8.2.1.2 Books with Multiple Editions
If a book has appeared in several editions, you should give the details for the edition
you are using, and specify the edition, e.g.
Williams, Herbert W., 1975. A Dictionary of the Maori Language. Wellington:
A.R. Shearer, Government Printer. 7th
edn.
8.2.1.3 Books with Multiple Authors
If a book has more than one author, authors after the first one have their first
names/initials before the surname, not after it. And is used between the last two
authors and commas separate other authors, e.g.
Levison, M., R.G. Ward and J.W. Webb, 1973. The Settlement of Polynesia: A
Computer Simulation. Minneapolis: University of Minnesota Press.
8.2.1.4 Books with Corporate Authors
If a book is produced by an organization rather than an individual, use the name of
the organization as the author, e.g.
Te Puni Kōkiri, 2002. Survey of Attitudes, Values and Beliefs about the Māori
Language. Wellington: Te Puni Kōkiri.
8.2.1.5 Books with Subtitles
If the book has a subtitle, the pattern is Main title: Subtitle. The first letter of the
subtitle is capitalised, and subsequent words may be capitalised if they are on the
title page of the book, e.g.
The Settlement of Polynesia: A Computer Simulation
8.2.1.6 A Monograph that is Part of a Series
If a book is part of a series, the information about the series is usually included in the
Bibliography entry. This is because such books are often shelved together by
libraries, and the catalogue entries may not be under the names of individual authors,
but under the name of the series. You should give all the information you can under
these circumstances. Here is an example:
Hohepa, Patrick W., 1967. A Profile Generative Grammar of Maori. Supplement
to International Journal of American Linguistics Vol.33, No. 2, April 1967,
Indiana University Publications in Anthropology and Linguistics Memoir
20. Baltimore: Indiana University Press.

8.2.1.7 Books without known authors, or with editorial teams
Occasionally situations arise where the author or editor cannot be determined, or is
considered unhelpful. Situations like this have to be dealt with on an individual basis.
It may be most suitable to use anon. (for „anonymous‟) in place of the author.
However, it may be more helpful to refer to the work by its title. A classic case for this
second treatment is with dictionaries and encyclopedias which have editorial teams.
Thus it is normal to refer to The Oxford English Dictionary or The Encyclopedia
Britannica by title. In your bibliography, you should alphabetise by the first content
word: Oxford English Dictionary, The is alphabetised under „O‟; Encyclopedia
Britannica, The under „E‟. Opinions vary, however, about the appropriate treatment of
te, ngā, etc in Māori. Some people treat them like English the, so that a work called
Te Tūtohinga o te Kura o Kāea would appear as Tūtohinga o te Kura o Kāea, Te,
alphabetised by Tū…, but others feel this is inappropriate for Māori, and enter it as
Te Tūtohinga…, alphabetised under Te…. You may do either, but you must be
consistent. If you have many works of this kind in your Bibliography, it may be helpful
to group them separately from authored works.
8.2.2 Articles/Chapters in Edited Books
A chapter or section of a publication containing work by a number of different authors
is entered under the author of the specific chapter you are referring to.
The pattern (in two tables) and two examples follow:
Surname
of
chapter
author,
First
name,
OR
initials.,
Year of
publication of
book.
Title of
chapter.
In First name
of editor
OR
initials of
editor.
Surname of
editor
Gunson, Niel,
OR
N.,
1997. The
coming of
foreigners.
In N. Rutherford
(ed.), Title of
Book.
Place of
publication of
book:
Publisher of
book,
pp.m-n.
(ed.), Friendly
Islands: A
History of
Tonga.
Melbourne: Oxford
University
Press,
pp.90-113.
Gunson, Niel, 1997. The coming of foreigners. In N. Rutherford (ed.), Friendly
Islands: A History of Tonga. Melbourne: Oxford University Press, pp.90-
113.
Howard, Alan and John Kirkpatrick, 1989. Social organization. In A. Howard
and R. Borofsky (eds), Developments in Polynesian Ethnology. Honolulu:
University of Hawaii Press, pp.47-94.
Notice these points: the names of the editors follow the pattern for non-initial names,
i.e. the first name/initials precede the surname; the title of the chapter is not in italics,
but the title of the book is in italics.
If you need to refer to several chapters from the same book, it is usual to list the book
separately, and include a shortened reference to it in the reference for each
individual chapter. Thus if you need to refer to three separate papers by Smith, Jones

and Brown respectively which are all found in a book edited by White, the relevant
bibliography entries would look like this:
Brown, Mary, 2004. Child Poverty. In White (ed.), 2004. pp.50-75.
Jones, T., 2004. Good Models for Māori Business. In White (ed.), 2004. pp.20-
34.
Smith, Rangi, 2004. Tribal Membership. In White (ed.), 2004. pp.100-130.
White, P.K. (ed.), 2004. Contemporary Māori Issues. Wellington, NZ: Victoria
University Press.
If a paper which originally appeared in e.g. a journal is reprinted in a book containing
an edited collection of papers, the date following the chapter author‟s name should
be the original date of publication. In this case, the date of publication of the book
must be included following (ed./eds), as in the following example:
Haugen, E., 1966. Dialect, Language, Nation. In J.B. Pride and Janet Holmes
(eds), 1972, Sociolinguistics: Selected Readings. Harmondsworth:
Penguin Education, pp.97-111.
NB: JPS (and therefore Te Kawa a Māui) requires page numbers to be specified for
such chapters, but others who use the Harvard system do not require this for
chapters in edited books, but do require it for articles in journals. The page numbers
for chapters in edited books are preceded by pp. (meaning „pages‟).
8.2.3 Journal Articles
The pattern is as follows:
Surname
of author,
First name,
OR
initials.,
Year of
public-
ation.
Title of article. Title of
Journal,
Issue no.
of
journal:
page
range.
Driver, Marjorie G., 1988. Cross,
sword, and
silver: The
nascent
Spanish
colony in
the Mariana
Islands.
Pacific
Studies,
11: 21-52.
Driver, Marjorie G., 1988. Cross, sword, and silver: The nascent Spanish colony
in the Mariana Islands. Pacific Studies, 11:21-52.
Lee, Georgia and William Liller, 1987. Easter Island Sun Stones: A critique.
Journal of the Polynesian Society, 96:81-94.
Notice that the page range for journal articles is not preceded by pp., unlike chapters
in edited books. Many journals appear in several small volumes (usually called
„parts‟) each year. Sometimes the page numbers run consecutively through all the
parts, and sometimes they start at p.1 in each part. If the page numbers begin afresh
in each part, it is necessary to include not just the number of the volume of a journal,
but also the number of the part. The part number is put in brackets after the volume
number: 9(2) means „volume 9, part 2‟.
8.2.4 Magazine Articles
The pattern is:

Author surname, First name,/initials., Year of publication. Article title. In
Magazine Title, Volume/Series number. (issue):page number/range.
Smith, J.P., 2006. Māori in the Media. In Current Māori Issues, Vol 6:3-4.
8.2.5 Newspaper Articles
The pattern is:
Author surname, First name,/initials., Year. Article title. Newspaper title, Place
of publication of newspaper. Day and Month, p.page number.
Brown, Peter, 2006. Māori lag in health. The Dominion Post, Wellington. 4
December, p.4.
If a newspaper article does not specify the author, you are required to make some
effort to find out who the author is. If you cannot, you should discuss with your
lecturer/tutor how to cite it.
8.2.6 Official Reports and Corporate Publications
For official reports, record the name of the issuing body, year of issue, title, name of
chairman of the report committee and publication details.
Commission on Education in New Zealand, 1962. Report of the Commission on
Education in New Zealand. Chairman: Sir George Currie. Wellington: New
Zealand Government Printer.
Documents produced by an organisation go under the name of that organisation. It
can be difficult at times to find information such as the publication date or place for
such reports. If there is no date, put n.d. (= ‟no date‟) instead of the year of
publication.
Royal Society of London, n.d. Catalogue of scientific papers 1800-1900.
Cambridge: Cambridge University Press
8.2.7 Theses, Dissertations, Papers Presented
Use the following examples as a guide:
Herlihy, Joan, 1981. Always We are Last: A Study of Planning, Development
and Disadvantage in Melanesia. Unpublished Ph.D. thesis, Australian
National University.
Clark, Ross, 1973. Passive and Surface Subject in Maori. Unpublished paper
presented at LSA Annual Meeting, San Diego, December 30, 1973.
8.2.8 Manuscripts
Use the following example as a guide:
Buck, Peter, MS 1927-28. Field notebooks. Seven volumes. Bernice P. Bishop
Museum, Honolulu.
8.2.9 Course Readers
There are two types of Course Readers, and the appropriate treatment of material
from a Course Reader depends on what type it is.
Some Course Readers contain only reprints of material from other published
sources. If you refer to material from a Course Reader of this type, you should refer
to it as if you had read it in the original place, and ignore the Course Reader. Thus if
your Course Reader reprints a chapter from an edited book, you put your entry under
the surname of the author of the chapter, and give the details of the edited book in

which it appeared, including the original page numbers from the book. Nothing in
your entry will mention the Course Reader or its pages. The information you need will
be found in your Course Reader, hand-written or typed at the beginning or end of the
reproduced material, or in a Bibliography at the end of the Reader.
If your Course Reader contains material produced by staff of Te Kawa a Māui, such
as lecture notes or exercises, the appropriate treatment will depend on whether it can
be clearly attributed to a particular staff member, or whether it is material which has
been devised for a particular course over a number of years with contributions by
possibly several staff members. If you are unsure which kind of Course Reader yours
is, ask your lecturer. Two examples covering these two situations are given here as
models:
Bauer, Winifred, 2011. Course Reader for MAOR322: Te Tāhū o Te Reo/Topics
in the structure of Māori Language. Wellington: Victoria University of
Wellington.
Te Kawa a Māui, 2011. Course Reader for MAOR101: Te Tīmatanga
/Introduction to Māori Language. Wellington: Victoria University of
Wellington.
8.2.10 Websites
You must give the most specific URL possible to enable a reader to locate the
website precisely, and you must specify the date when you accessed the information,
because information on the web can change very rapidly. You may be required to
attach printed copies of website information as an appendix to your work. Please
check with your Course Coordinator.
You may use any of the words retrieved, accessed or sighted in front of the date
when you took the information from the web, but you should be consistent.
Online periodical article
Author surname, First name,/initials., Year of publication. [Electronic Journal.]
Title of article. Title of periodical. Vol No (Issue No):page range if
available. [Retrieved/accessed/sighted day month year]. Available from:
Full URL/website address.
Atkinson, R.D., 1995. [Electronic Journal]. Networked Access. Public-Access
Computer Systems Review 6 (3):2-4. [Retrieved 9 March 2000.] Available
from: http://info.lib.uh.edu/pr/v6/n3/atki6n3.html.
Online book
The requirements parallel those for hard-copy, but the URL replaces the publisher
and place of publication, e.g.
Bauer, Winifred, 2004. Actor Emphatic Sentences in Māori. In Miriam Butt and
Tracey Holloway (eds). [Electronic Book]. The Proceedings of the LFG '04
Conference. pp.20-38. [Retrieved 4 December 2006.] .Available from:
http://cslipublications.stanford.edu/site/ONLN.html.
Other types of online documents
Give as much of the following information as possible. If there is no date, put „n.d.‟:
Author surname, First name,/initials., Year of publication. Title of work.
[Internet.] [Retrieved day month year.] Available from: Full URL/website
address.

Smith, John, 1997. Urban Shift of 1958. [Internet.] [Retrieved 9 January 1999.]
Available from: http://www.rfi.aud/vuw/text/doc.html.
If you cannot find an author, you may have to alphabetise under the name of the
website, or even the title of the document you have accessed. In such instances, the
form you use for citations in your essay should make it easy for the reader to locate
the full reference in your bibliography.
8.2.11 Oral Sources Including Lectures
Human Ethics Guidelines must be followed when interviewing people. Check with
your Course Coordinator before engaging in interviews. The first entry below is for a
formal interview, and the second is for a lecture in a particular course.
Higgins, Te Ripowai, 2001. Interview, July. Wellington.
Higgins, Te Ripowai, 2002. MAOR123, Māori Society and Culture, August. Te
Kawa a Māui, Victoria University of Wellington.
8.2.12 Electronic Material from CD-Rom
Author surname, First name,/initials., Year of publication. Title. Database name,
record number. Place of publication: Publisher.
8.2.13 Film, Audio and other Media Sources
Use the following pattern for film and audio sources:
Director‟s surname, First name,/initials., Year of release or date of broadcast.
Title. Place of production: Film Distributor/Producing Company.
Waititi, Taika, 2010. Boy. Wellington: Whenua Films Ltd.
Melbourne, Hirini, 1999. Te Wao Nui a Tāne. Wellington: Huia Publishers.
Little Bushman, 2011. Te Oranga. Wellington: Little Bushman.
Use the following pattern for TV and other sources:
Producer‟s surname, First name,/initials., Year of release or date of broadcast.
Title. Place of production: Film Distributor/Producing Company.
Smith, John, 2 December 2006. Marae. Auckland: TVNZ.
Kairangi Productions, 2007. One Man’s War. Tokomaru Bay, NZ: Kairangi
Productions.
8.2.14 Maps
Use the following pattern for published paper map sources:
Cartographer‟s/contributor‟s surname, First name,/initials., Year of publication.
„Title of map‟. In Atlas editor‟s first initial. Surname (ed.), Title of Atlas.
Place of publication: Publisher.
Royal, Te Ahukaramū Charles and Tony Fraser, 1997. „Ngā Tapuwae Nuku‟. In
M. McKinnon (ed.), The Bateman Historical Atlas of New Zealand.
Auckland: David Bateman Ltd.
Use the following pattern for unpublished paper sources:
Cartographer's surname, First name,/initials., Date if known. 'Title'. File number
or other identifying reference. Location of map (e.g. Place: Library).
Zatta, Antonio, 1779? La Nuova Zelanda. Chart of New Zealand based on
Captain Cook’s chart, showing track of the Endeavour around New

Zealand in 1769 to 1770. MapColl-f100a/1779-[85]/Acc.187. Wellington:
Alexander Turnbull Library.
Use the following pattern for digital map sources:
Author surname, First name,/initials., Year of publication. Title of work.
[Internet.] [Retrieved day month year.] Available from: Full URL/website
address
Wilson, Tahu, 2009. Digital Map of Wellington Pā Sites. [Internet.] [Retrieved 26
July 2011.] Available from: http://www.victoria.ac.nz/maori/research/atlas/
8.3 A Sample Harvard-style Bibliography
This example of a List of References might support an essay on Māori language
revitalisation. Notice the use of dashes when there is more than one work by the
same author. Notice also that where that author‟s work includes a co-authored work,
as in the case of Benton below, the dash is still used for the first author.
Bauer, Winifred, 2010. MAOR222, The Social and Political Development of the
Māori Language, August 22. Te Kawa a Māui, Victoria University of
Wellington.
Benton, Richard A., 1979. Who Speaks Māori in New Zealand. Wellington: New
Zealand Council for Educational Research.
_____1985. The role of television in the survival of the Maori language:
statement to the Waitangi Tribunal in support of the claim of Nga
Kaiwhakapumau i te Reo, Waiwhetu Marae 8 October 1985. Wellington:
NZCER.
_____1991. The Maori language: dying or reviving? Honolulu: East-West
Center Association.
_____ and Nina Benton, 2000. RLS in Aotearoa/New Zealand 1989-1999. In
Joshua A. Fishman (ed.), Can Threatened Languages Be Saved?
Reversing Language Shift, Revisited: A 21st
Century Perspective.
Clevedon: Multilingual Matters Ltd.
Boyce, Mary, 2005. Attitudes to Māori. In Allan Bell, Ray Harlow and Donna
Starks (eds), Languages of New Zealand. Wellington: Victoria University
Press, pp.86-110.
Chrisp, Steven, 1997. Home and Community Language Revitalisation. New
Zealand Studies in Applied Linguistics, 3:1-20.
Crystal, David, 2000. Language Death. Cambridge: Cambridge University
Press.
King, Jeanette, 2001. Te Kōhanga Reo: Māori Language Revitalization. In
Leanne Hinton and Ken Hale (eds), The Green Book of Language
Revitalization in Practice. San Diego: Academic Press.
Māori Language Act, 1987. Wellington: Government Printer.
Nettle, Daniel and Suzanne Romaine, 2000. Vanishing Voices: The Extinction
of the World’s Languages. Oxford: Oxford University Press.
Smith, John, 2 December 2006. Marae. Auckland: TVNZ.

Spolsky, Bernard, 2003. Reassessing Māori regeneration. Language in Society,
32:553-578.
Te Puni Kōkiri, 2002a. The Health of the Māori Language in 2001. Wellington:
Te Puni Kōkiri.
_____ 2002b. Survey of Attitudes, Values and Beliefs about the Māori
Language. Wellington: Te Puni Kōkiri.
_____ 2011. Māori Land Information Base. [Internet.] [Retrieved 26 July 2011].
Available from: http://www.tpk.govt.nz/en/services/land/mlib/
Te Reo-o-Taranaki, 2007. Strategic direction and Strategies. [Internet.]
[Retrieved 5 January 2007.] Available from:
http://www.taranakireo.co.nz/strategy/
Te Taura Whiri i te Reo Māori, n.d. Māori Language Statistics. [Internet.]
[Retrieved 5 January 2007.] Available from:
http://www.tetaurawhiri.govt.nz/english/services_e/intro_statistics.shtml
Waitangi Tribunal, 1986. Report of the Waitangi Tribunal on the Te Reo Māori
Claim. Wellington: Department of Justice.
Walker, Ranginui, 1990. Ka Whawhai Tonu Matou: Struggle Without End.
Auckland: Penguin Books.

9
The Oxford Referencing System
The Oxford referencing system is used for the following undergraduate courses in Te
Kawa a Māui:
MAOR213, MAOR214, MAOR215
MAOR316, MAOR317
For 400-600 level courses, see your Course Outline.

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